Since writing in the disciplines (WID) is focused on learning how to write formal documents of a professional register, it is important to note that each field or discipline has its own style, structure, and format when it comes to writing, and most composition courses seldom facilitate the transfer of these specialized skills in the classroom. The fact of the matter is that while student writers grapple with new concepts pertaining to their majors in upper-division/content courses, research/composition and capstone classes also need to supplement these efforts with purposeful collaborative exercises to help them join the conversations of their field. Author Florence Elizabeth Bacabac, maintains that reading and critical thinking are all valuable skills to write effectively in the disciplines, and in order to foster them, she does what most writing instructors have already done in the classroom-i.e., require students to read texts that are pertinent to their majors, encourage them to mark off significant ideas or record their own questions/comments about these texts, and critique researched sources based on their social, historical, or normative contexts in the form of annotated bibliographies. Bacabac contends however, that college writing assignments might not be enough and must be supported with in-class activities that involve critical thinking to enable student acquisition of field-specific diction, syntax, stylistics, content, rhetorical structure, and so on. These task-based pedagogies will introduce students to the conventions and special formats typical of a certain discipline and, at the same time, train them to learn how to think and write in that genre.